Improving Classroom Tests as a Means of Improving Assessment

1997 ◽  
Vol 90 (1) ◽  
pp. 58-64
Author(s):  
Denisse R. Thompson ◽  
Charlene E. Beckmann ◽  
Sharon L. Senk
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Assessment Practices ◽  
Education Community ◽  
Assessment Standards

Cunently much discussion is occurring within the mathematics-education community regarding assessment. In attempting to develop the mathematical power of students, the Assessment Standards for School Mathematics (NCTM 1995, 29) encourages teachers to make several changes in their assessment practices. Among these are the following:

Research Advisory Committee Report: NCTM Standards Research Catalyst Conference

1991 ◽  
Vol 22 (4) ◽  
pp. 293-296
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Assessment Practices ◽  
Committee Report ◽  
Evaluation Standards ◽  
Education Community ◽  
New Research ◽  
New Phase

The Curriculum and Evaluation Standards for School Mathematics initiated a new phase in mathematics education reform. The Standards document presents both a vision and a plan for change in mathematics instruction and assessment. The principles on which the Standards document is based establish a new research agenda (Commission on Standards for School Mathematics, 1989) that offers the potential not only to contribute to the growing base of scientific knowledge about mathematics teaching and learning, bur also to complement and inform the efforts of mathematics educators to reform current curricular, pedagogical, and assessment practices. It is both the hope and the expectation of the mathematics education community that major changes will occur in the teaching and learning of mathematics. At this juncture, we need some form of documentation of the anticipated change.

Implementing the Assessment Standards for School Mathematics: Communicating Performance Criteria to Students through Technology

1996 ◽  
Vol 89 (1) ◽  
pp. 66-69
Author(s):  
Nancy C. Lavigne ◽  
Susanne P. Lajoie
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Performance Criteria ◽  
Mathematical Concepts ◽  
Mathematics Classrooms ◽  
Implementing Change ◽  
Mathematics Problems ◽  
Realistic Mathematics ◽  
Assessment Standards ◽  
Teaching Learning

Mathematics education at all levels of schooling is currently undergoing change. Recommendations for improving the teaching, learning, and assessment of mathematics have been translated into standards that furnish guidelines for implementing change in mathematics classrooms (NCTM 1989, 1991, 1995). These standards emphasize the importance of engaging students in performance activities that require solving complex and realistic mathematics problems, reasoning about content and solutions, communicating understanding, and making connections among mathematical concepts.

Teaching Sensible Mathematics in Sense-Making Ways with the CPMP

1995 ◽  
Vol 88 (8) ◽  
pp. 694-700 ◽  
Author(s):  
Christian R. Hirsch ◽  
Arthur F. Coxford ◽  
James T. Fey ◽  
Harold L. Schoen
Keyword(s):  
School Districts ◽  
School Mathematics ◽  
Sense Making ◽  
Teaching Mathematics ◽  
Assessment Practices ◽  
Classroom Teachers ◽  
Current Policy ◽  
Evaluation Standards ◽  
American Schools ◽  
Assessment Standards

Current policy reports addressing mathematics education in American schools, such as Everybody Counts (NRC 1989), Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), Professional Standards for Teaching Mathematics (NCTM 1991), and Assessment Standards for School Mathematics (NCTM 1995), call for sweeping reform in curricular, instructional, and assessment practices. Implementing the proposed reforms poses new opportunities and challenges for school districts, mathematics departments, and classroom teachers.

The Right Time to Start Writing

2015 ◽  
Vol 22 (5) ◽  
pp. 269-271
Author(s):  
Tutita M. Casa
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Mathematics Education ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Education Community ◽  
The Right ◽  
Share Information

Readers share information on hot topics and current issues in the early childhood and elementary school mathematics education community. The journal community contributes perspectives on previously published TCM articles and editorials, and authors and other readers respond.

Division by a Fraction: Assessing Understanding through Problem Writing

2008 ◽  
Vol 13 (6) ◽  
pp. 326-332
Author(s):  
Angela T. Barlow ◽  
Jill Mizzell Drake
Keyword(s):  
Mathematical Understanding ◽  
School Mathematics ◽  
Assessment Practices ◽  
Teacher Accountability ◽  
Classroom Assessments ◽  
Assessment Standards ◽  
Principles And Standards

As performance-based curricula and teacher accountability gain greater emphasis, teachers need avenues to ensure that their students are learning the mathematics content being delivered. According to the NCTM's Assessment Standards for School Mathematics (1995), assessment practices should enable teachers to assess students' performance in a manner that reflects what students know and can do. Unfortunately, the typical classroom assessments, such as chapter tests, homework assignments, and the like, rarely accurately reflect the depth of mathematical understanding expected to meet performancebased standards like those found in NCTM's Principles and Standards for School Mathematics (2000).

Implementing the Assessment Standards for School Mathematics

1998 ◽  
Vol 91 (9) ◽  
pp. 786-793
Author(s):  
Denisse R. Thompson ◽  
Sharon L. Senk
Keyword(s):  
School Mathematics ◽  
Assessment Practices ◽  
Specific Task ◽  
Evaluation Standards ◽  
Know How ◽  
Solution Strategies ◽  
Assessment Standards ◽  
Choice Tasks ◽  
Broad Outline ◽  
Insight Into

Recommendations in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and in the Assessment Standards for School Mathematics (NCTM 1995) encourage teachers to incorporate into their curriculum and assessment practices more tasks that require students to construct their own responses, as opposed to primarily using tasks for which a response is provided, such as true-orfalse or multiple-choice tasks. Constructed responses enable students to demonstrate their depth of understanding of mathematics and give teachers greater insight into their students' knowledge of concepts. But when students are required to write about mathematics or explain their solution strategies, teachers want to know how to score such responses. Teachers have therefore become more interested in issues related to rubrics. A rubric is a set of guidelines for evaluating students' responses to one or more tasks. A general rubric is a broad outline that indicates vatious levels of performance and the factors that teachers should consider when specifying performance levels; a task-specific rubric interprets the general rubric for a specific task and specifies the particular mathematical aspects of the task that determine each level of performance (NCTM 1995; California Mathematics Council 1993).

Using Bloom's Taxonomy as a Framework for Classroom Assessment

2003 ◽  
Vol 96 (6) ◽  
pp. 402-405 ◽  
Author(s):  
Signe E. Kastberg
Keyword(s):  
Mathematics Teacher ◽  
Classroom Assessment ◽  
Test Preparation ◽  
Opportunity To Learn ◽  
Bloom's Taxonomy ◽  
School Mathematics ◽  
Assessment Practices ◽  
Assessment Framework ◽  
Bloom’S Taxonomy ◽  
Assessment Standards

AS A MATHEMATICS TEACHER, I WANT MY CLASSroom tests to reflect what my students have had an opportunity to learn so that I can assess both their learning and my teaching. I find, however, that often I create tests haphazardly. As a result, the tests that I give accomplish only part of what I had intended them to do. In an attempt to discover ways to be more systematic in my test preparation, I read Assessment Standards for School Mathematics (NCTM 1995). That document contains a variety of helpful advice, including a description of an assessment framework. An assessment framework sounded like just what I needed to turn my classroom assessment practices from haphazard to systematic.

scholarly journals Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally

2017 ◽  
Vol 5 (3) ◽  
pp. 172-182
Author(s):  
Dalene M. Swanson ◽  
Hong-Lin Yu ◽  
Stella Mouroutsou
Keyword(s):  
Human Rights ◽  
Mathematics Education ◽  
School Mathematics ◽  
Mathematics Classrooms ◽  
Socially Constructed ◽  
Mathematics Practices ◽  
Hierarchical Nature ◽  
The Government ◽  
Additional Support ◽  
Educational Inclusion

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about ‘ability’ have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the ‘included pupil’ a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. However, classroom practices deployed around socially-constructed notions of ability have seen schools moving away from an emphasis on ‘additional’ to an expansive interpretation of ‘different from’ in the language of section 1(3)(a) of the Act 2004. This shift, therefore, reinstalls exclusionary effects to school mathematics practices by creating the conditions for some pupils, constructed in terms of disabilities or low ability, to be afforded a more inferior education than others. While philosophical conversations around whether these practices are ethical, egalitarian or democratic might ensue, there is also the human rights angle, which asks whether such practices are even lawful.

Research Commentary: On Gap Gazing in Mathematics Education: The Need for Gaps Analyses

2008 ◽  
Vol 39 (4) ◽  
pp. 350-356
Author(s):  
Sarah Theule Lubienski
Keyword(s):  
Education Research ◽  
Public Opinion ◽  
Mathematics Education ◽  
Education Policy ◽  
Student Outcomes ◽  
Mathematics Education Research ◽  
Research And Practice ◽  
Education Community ◽  
Underserved Groups ◽  
Integrate Research

Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere “gap gazing.” Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in need of intervention and additional study. Instead of pulling back from gaps analyses, the mathematics education community should move toward more skilled and nuanced analyses and integrate research on instructional reforms with careful analyses of their impact on disparities in student outcomes broadly defined.

Solving a Triangle in Teaching Primary School Mathematics

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Ivanka Mincheva
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Basic Problem ◽  
Short Description ◽  
School Mathematics ◽  
Sample Solution ◽  
Mathematical Software ◽  
Primary School Mathematics ◽  
Main System

The paper studies solving a triangle in primary school mathematics education. It proposes a system of problems reflecting the classification of the concept of triangle according to the sides and the angles. Each subsystem of a given main system includes a basic problem with generalized formulation and a sample solution followed by problems illustrating the basic problem. The methodological analysis encompasses some didactic components – short description, construction/drawing, sample solution, necessary component concepts, component pieces of knowledge and component problems. All drawings in the study have been made by using the mathematical software GeoGebra in order to ensure dynamism and clarity, and subsequently to achieve easier understanding of a problem and finding out its solution.

Sign in / Sign up

Export Citation Format

Share Document